In a blog post, EDC’s David Riley of the Urban Special Education Leadership Collaborative discusses working with the Tacoma, Washington school district to improve outcomes for all students, including those with disabilities.
EDC has won one grant award—and is a partner in two other awards—in the latest round of the Next Generation Learning Challenges (NGLC), which announced $7 million in funding for 19 innovative programs to help students master seventh- to ninth-grade level math and reading content.
The Inclusive Schools Network has announced that the 8th Annual Inclusive Schools Week will be held December 1-5, 2008. Inclusive Schools Week highlights the accomplishments of families, schools, and communities that have dedicated time, labor, and resources to promoting inclusive education.
For many schools, it’s difficult to find the right combination of communication, compassion, and connection to help students who are struggling because of disabilities or ethnic or linguistic differences. While all schools are required to develop Individualized Education Programs (IEPs) for students with disabilities, these programs often focus on addressing deficits and do not reflect the whole student or the family’s hopes for that child’s future.
Like many school districts across the nation, Rochester, Minnesota, struggles to address the disparities in academic achievement among its students. Helping this city of 100,000 identify and address these gaps is the focus of new research conducted by EDC.
“We needed the school and community to see that addressing the gaps in education was important for all children, not just those of color and with disabilities,” says EDC’s David Riley.
Changes in a student’s routine, such as the journey from primary to secondary school, can be rocky. For students with disabilities and for English language learners, these transitions can mean the difference between success and failure. This was just one topic discussed during a recent study tour at EDC involving education policymakers and practitioners from both the Republic of Ireland and Northern Ireland.
To highlight the accomplishments of families, schools, and communities that promote inclusive education, Boston Mayor Thomas Menino has declared December 3-7 “Inclusive Schools Week” in the City of Boston.
The 5th Annual National Inclusive Schools Week is December 5–9, 2005 and will be marked in classrooms, schools, and communities throughout the country, highlighting the progress made to provide a supportive and quality education to all students, particularly those with disabilities and those from culturally and linguistically diverse backgrounds.
What are the best ways to educate an ever-more diverse adolescent student population? A new book, based on four years of research, provides detailed portraits of three urban middle schools in different parts of the country that developed unique and effective local solutions responsive to students, their cultures, and to school district and state mandates.
For many students, the prospect of writing a report can be overwhelming: collecting information, extracting relevant facts, analyzing them, and organizing the material into original nonfiction. For teachers as well, the process may be fraught with frustration. How can they help students manage the research and writing process? And especially, how can they help their students with learning disabilities, for whom the writing process is even more intimidating?
The 2nd Annual National Inclusive Schools Week will be celebrated December 2- 6, 2002, in classrooms, schools, and communities throughout the country to highlight the nation’s progress in providing a quality education to an increasingly diverse student population.
Thomas Hehir, former director of the Office of Special Education Programs in the U.S. Department of Education and currently an EDC consultant, and Judith Zorfass, associate director of EDC’s Center for Family, School, and Community, discuss how changes in special education law and practice are transforming American schools.
EDC is searching the country for middle schools that feature “academic excellence, developmental responsiveness, and social equity.” Would some of those same schools also earn high marks for inclusive practices?
At the heart of Project ASSIST is the action reflection process, a carefully structured, time-limited discussion format that focuses on the work of three students chosen by their classroom teacher to represent the range of students in his or her class.